Article 3 - itslearningwebfronter.com/harrow/Camroseprimary/ff_files/About_us_Multimedia/... · School Development Plan 2014 – 2015 Article 3: ... Action plan in place, ... 3. Computing

School Development Plan

2014 – 2015 Article 3: The best interests of the child must be a top priority in all actions concerning children.

Article 28: Every child has the right to an education.

Article 29: Every child has the right to be the best they can be.

Our School Vision

Courteous, Considerate Young Adults

Aspirational, Ambitious Pupils

Motivated, Independent Learners

Respectful, Inclusive Ethos

Opinions and Ideas valued

Safe, Welcoming, Pleasant Environment

Enthusiastic, Passionate, Highly Skilled Staff

OBJECTIVES FOR 2014-2014

1. To raise standards in Writing and Reading across the school Success Criteria – Every Year Group achieves the targets set.

End of KS1 & 2 standards at least achieve National average in reading and writing

Improve the number of children achieving higher KS2 reading SAT scores. Currently ……..

2. To raise standards in Math across the school

Success Criteria –

At least 80% pupils achieve challenging target in math

Progress of EYFS pupils in line with Early learning Goals.

% L3 in KS1 and L4b+ at KS2 increase by 15% from 2013

3. Improve standards of ICT achievement


• Staff and children will be able to access the computing curriculum more consistently, efficiently and effectively.

• ICT supports learning and progress

• School profile raised and communication more effective within the local community.

4. To utilise the PE Primary funding effectively in order to improve the quality, provision & sustainability of PE in our

school


Increased entry and participation in competitions & School Games.

Teaching of P.E lessons throughout the school is good and led by at least 50% teachers

Pupils, staff and parents aware of the importance of PE

5. To develop robust procedures for identification and support for SEN pupils

To narrow the gap between SEN and non-SEN pupils


• Staff are briefed on updates to SEN legislation through relevant CPD

• All SEN children have received specific targeted support and make appropriate progress

• Increase in APS of SEN children moving closer to National Average – gap narrowed by 40%

6. To improve the quality of provision within EYFS phase.


• Base line assessments are accurate and include information from parent / carers.

• Attainment in Number is in line with LA average.

• PP pupil progress is in line with that of their peers.

7. To ensure effective, accurate, manageable assessment procedures are in place


Accurate assessment levels for all pupils in Literacy and Numeracy which is used effectively by all Phase Leaders

Pupil tracking is in line with new curriculum

Good accurate data available at key points in the year to enable underachievement to be identified and improvement planned.

8. To improve quality-first teaching across the school

Minimise the attainment gaps and raise standards in every Year group

Success Criteria:-

• Observations, assessment data, book looks indicate teaching is 100% good and 40% outstanding.

• Teaching and Learning Policy is completed, taken to GB meeting ad known to all staff.

9. To further develop leadership capacity through accountability structures across the school

Success Criteria:-

SMT are effective at strategically managing school priorities and make good use of monitoring, evaluation and review

Subject shadow are effective at building capacity in the school

Developed teacher profiling enables a holistic, over-time view of learning and teaching.

10. To further develop a positive climate for learning across the school as exemplified in high attendance and excellent

behaviour across the school

Success Criteria:-

• 96% attendance for all pupils

• Increase in attendance for PP pupils from 92% to 94.5%

• To achieve Level 2 of the RRSA within the next 12 months.

• School policies and practices continue to drive a RRSA ethos

11.To ensure premises are fit for purpose and enhance learning

Success Criteria:-

To ensure that the school is prepared for the transition into two form entry

To develop safeguarding procedures in relation to security.

12.To strengthen relationships with all groups of parents / carers to ensure good pupil progress

Success Criteria:-

• Parent’s survey indicates all groups of parents feel that they are well informed.

• Parents are fully aware and involved in support and intervention for their children.

13.To have an increased knowledge and understanding of Camrose that enables Governors to carry out their roles of

strategic leadership, monitoring and evaluation and holding the school to account for its performance

Success Criteria:-

• Systems embedded to ensure governors are effective and have a good impact on improving outcomes for pupils

• Deeper understanding of Teaching and Learning at the school

• Increased attendance of Governors day from 30% to 60%

To show to staff and pupils that they are interested in the life, work and achievement of the school

2014-15/6 SDP

1. English - Literacy Coordinator

Key Objective:

To raise standards in Writing and Reading across the school Outcomes: What success will look like for pupils

End of KS1 & 2 standards at least achieve National average in reading and writing

Improve the number of children achieving higher KS2 reading SAT scores. Currently …..

Monitoring of planning, lesson observations and children’s work show that the teaching of Reading and Writing in school is good.

Written work is evaluated and feedback acted upon. Teaching & Learning is improved

Teacher secure in using APP to move learning forward

Target Action Target Date Monitoring & Evaluation Funding

Further develop staffs’ expertise in assessing writing to bring about improvements.

Introduce APP reading. CPD to include support from LA advisor for Literacy to train teachers to use APP for reading more effectively. Reading intervention staff trained to use APP questioning to assess groups.

March 2015 SLT / Literacy coordinator to monitor APP folder Assessment of reading data matches evidence in APP folder.

To challenge & improve children’s reading skills.

Implement whole school class story books Develop a list of quality books & resources for more able Guided Reading activities are taking place for 30 mins 3 times weekly. New scheme purchased for KS2 HT to hold Termly Pupil Progress Reviews with teaching staff where progress towards pupil targets is noted. Any underachievers can be seen and intervention put in place. To monitor the planning and teaching of phonics in EYFS/ KS1. Weekly reading comprehension lessons timetabled

Oct 2014 Oct 2014 Termly Sept 2014

SLT to monitor throughout year. HT Coordinator report to SLT Planning and work is scrutinised. Phonics Leader to report to HT Coordinator to monitor; plans, books, pupil voice

Books £1000 Books £3000 Cover; 2days £300 ½ day cover; £80

To improve pupil outcomes in writing in all key stages.

To monitor writing across school (lessons/ planning work scrutinies).

Termly

Coordinator report to SLT

To provide a structure for the teaching of spelling, punctuation and grammar across the school

Monitor planning/ books to ensure that opportunities are given for quality writing to take place across the curriculum. Teachers are providing a wider range of writing experiences and opportunities for children. Cross curricular and research based writing is evident in MTP. Spelling, grammar and punctuation incorporated into daily English lessons. Section inserted into planning grids. Daily spelling session in KS1. A structure will be produced for all staff, using the framework of the new National Curriculum either through new resources or through the cataloguing and re‐allocation of existing resources Staff training will provide modelling of how to teach grammar Monitoring will show that grammar, punctuation and spelling are being taught effectively.

Termly Ongoing Sept 2014 Oct 2014 then Ongoing

Monitoring takes place by coordinator and feedback on improvements given to SLT Coordinator monitoring plans, book looks termly; report to SLT Monitoring of plans, book looks, pupil voice Coordinator to report to SLT HT reports to achievement committee

Cover 2 days; £300 Training £300

Improved Presentation of work

Handwriting to be taught weekly across the whole school. Staff training CPD

Dec 2014 Oct 2014

Book looks show improved handwriting across the whole school, leading to improved presentation.

To develop writing skills through meaningful opportunities in non-core subjects.

Introduce writing book throughout school; all writing, regardless of subject, to be completed in this book. Books to be monitored every half term.

Oct 2014 Ongoing

Observed in planning and book scrutinies

2. Math - Coordinator

Key Objective: To raise standards in Math across the school

Outcomes: What success will look like for pupils

Individual pupils are known and targets are agreed. Intervention programmes are in place.

Improved teaching of math; support given where necessary to individual staff members

80% pupils identified for interventions achieve math target

Progress of EYFS pupils in line with Early learning Goals.


To observe, moderate and feedback standards of teaching in maths to teachers.

Coordinators to carry out regular monitoring/scrutiny to measure impact of Teaching and learning and its effectiveness.

Ongoing

Books moderated. Lessons observed. Feedback given to teachers and Teaching Assistants. Focus on challenge and AfL. Math Coordinator report to CFC achievement committee

Cover £300

To identify under-achievers to target to personalised learning/ intervention groups. Teaching assistants to work with identified pupils.

During Inset, with support staff, summer teacher assessments reviewed and underachieving pupils identified. Support staff to meet teacher each half term to review progress and make appropriate changes.

Sept 2014

Every ½ term

Targets set for individuals, interventions in place. Pupils achieving targets. Personalised learning takes place. Work evaluated with the class teacher.

To hold termly Pupil Progress Review meetings with teaching staff.

As part of review meeting, math targets are reviewed and progress towards meeting targets discussed.

Termly Pupil Progress Reviews take place and progress is noted. Any underachievers are identified and intervention is put in place.

Cover; £1200

To ensure pupils receive feedback on their work and provide opportunities for ‘Challenge’ extension activities or improvements.

Coordinators to carry out regular monitoring/scrutiny/observations to assess level of challenge in lessons. Resources purchased

Dec 2014

April 2014

Book moderation shows a high level of challenge for all ability groups. Challenges for pupils who finish their work. Feedback shared with pupils. Improvements made when necessary.

Resources £500

Improve pupils’ presentation in Numeracy books.

Set out expectation of presentation of Numeracy work in a staff meeting. Consider whether different book would help with presentation (size of book, squares, number of pages)

July 2015 All staff remind pupils of presentation expectation in lessons. Presentation of books improved and seen during book scrutiny.

To work with the EYFS to explore maths

Coordinator and EYFS Leader to identify strengths / weaknesses in Number in EYFS. Develop action plan to improve weaknesses and develop strengths; share with staff. Monitor EYFS Number

Dec 2014

May 2015

Action plan in place, up-dated termly. % in pupil achieving ‘in line with expectations’ increases so in line with national average.

Cover; £300 Resources: £600

3. Computing – ICT Coordinator

Key Objective: Improve standards of ICT achievement


Staff and children will be able to access the computing curriculum more consistently, efficiently and effectively.

ICT supports learning and progress

School profile raised and communication more effective within the local community.


Review and update Computing policy

Review and up-date policy so in line with new curriculum

April 2015 Policy agreed by staff and governors ½ day release; £80

Ensure coverage of NC by re-writing schemes of work

Ensure ICT scheme is in line with New Curriculum. Carry out staff training so that staff can teach new ICT curriculum effectively. Purchase resources so pupils can access new curriculum including relevant AP’s.

Sept 2014 Jan 2015 Dec 2014

Schemes of work revised Staff confidence increased and they feel able to teach new concepts Staff indicate resources enable effective teaching and learning

Training; £500 Resources £2000

Opportunities for keeping up with technology for IT Co-ordinator

Supply cover for IT Co-ordinator's Meetings & Co-ordinator's Conference

June 2015 Staff well briefed on developments. Coordinator report to CFC committee

Cover; £300

To ensure teaching of ICT ensures good progress

Plan opportunities to go into classrooms when subject is being taught to assess pupils by talking to them about their learning.

Termly To be planned around when subject is taught

Information from interviews with pupils is kept in Subject Leader files to show further evidence of standards monitoring.

Release time £300

Carry out e-safety review and amend as necessary

Coordinator to review e-safety procedures Staff, pupil and parent e-safety meetings held

July 2015 E-safety procedures up-dated and agreed by staff / /governors. Pupil, staff and parent meetings have taken place.

Cover; £160

Updating of website and LP – newsletters, information, events etc

Coordinator to ensure all statutory information available on web site. Continue to develop curriculum areas.

Oct 2014 ongoing

Web up-to-date

Ensuring that HLTA / TA are proficient in the use of ICT across the curriculum

Provide training for TAs -enable select staff to attend external courses and then to disseminate information to colleagues. Set up TA support team; TA in all Computing lessons

July 2015 Sept 2014

Coordinator to liaise with TA’s. Training taken place and disseminated to staff.

Training £400

4. Physical Education – PE Coordinator

Key Objective: To utilise the PE Primary funding effectively in order to improve the quality, provision & sustainability of PE in our school


Increased entry and participation in competitions & School Games.

Teaching of P.E lessons throughout the school is good and led by teachers

Pupils, staff and parents aware of the importance of PE


Review and update PE policy Review and up-date policy so in line with new curriculum

Jan 2015 Policy agreed by staff and governors ½ day release; £80

To show that we understand the value & impact of PE on our school & pupils

Establish a clear vision statement for PE Oct 2014 Written vision statement accessible to pupils, parents and staff. PE included in whole school development plan

New PE curriculum to be implemented.

Subject Leader to introduce new PE curriculum model to teaching staff and provide support in how to use it. Planning adapted to reflect new curriculum.

Sept 2014 PE Leader to monitor plans and look for evidence of the new PE curriculum being used.

Release £500

Raise the profile of sport of sport in school.

Increase in pupil participation in extracurricular activities. Develop young sports leaders in Key Stage 2. Organise a School Sports Council and give these pupils opportunities to lead and help organise sporting events.

April 2015 Record of visitors to school Record of extracurricular activities. School Sport Council established.

Release time; £300

To improve the quality & consistency of provision of PE & help improve staff confidence in their delivery in order to improve levels and standards

Staff offered CPD to increase staffs’ knowledge and skills in PE. Sports coaches used to model good practice. 2 staff members each term to work alongside coaches as part of training. Use of staff self -assessment development tool to identify strengths and areas for improvement

Termly June 2015

PE coordinator to monitor teaching of PE and report to SLT. 50% teachers planning for and teaching PE lessons.

Release time £4000 (sports funding)

To provide and promote exciting and stimulating resources to facilitate the teaching of PE

Purchase specialist equipment/provide opportunities for staff to use. Promote the quality and provision of the PE curriculum by increasing the availability and access to PE equipment

Dec 2014 Sports Council / pupils indicate they enjoy PE.

Resources £500

5. SEN - SENCO

Key Objective:

To develop robust procedures for identification and support for SEN pupils

To narrow the gap between SEN and non-SEN pupils Outcomes: What success will look like for pupils

Staff are briefed on updates to SEN legislation through relevant CPD

All SEN children have received specific targeted support and make appropriate progress

Increase in APS of SEN children moving closer to National Average


To ensure excellent provision for SEN children across school To improve communication between SENCO and class teachers re: SEN pupils

Half termly evaluations of timetable – logistics, progress of children, group dynamics, needs across school SENCO to maintain an up to date Provision Map for N-Y6 to give an overview of current interventions throughout the school. Robust identification procedures in place; SENCO to carry out observation and create report for initial concerns within 10 days Liaise regularly with teachers re progress/ needs SENCO holds termly meetings with class teachers to discuss the progress of SEN pupils, and review programmes of learning. Ensure appropriate resources are available

Ongoing Ongoing Termly

Progress data; timetables; mtgs with teachers; intervention files – SENCO report to SLT DH to monitor termly Report to DH termly Intervention files SMT – interventions / classrooms have sufficient resources?

2 days per term cover £900 Resources £500

To narrow the gap between SEN and non-SEN pupils To develop effective support structures that ensure pupil progress

To provide structured training so that all staff have a clear understanding of different SEN needs and how to use ‘quality first teaching’ to meet these needs To provide specific training on different SEN needs to TAs to build capacity that will help better meet the individual needs of SEN pupils across the school.

May 2014 February 2014 May 2014

Pupil progress outcome for groups and individuals. Differentiation through planning and lesson observations Progress made by SEN pupils across the school

SENCO to disseminate relevant information regarding the future changes to SEN legislation

SENCO cascades relevant information to staff through CPD, briefings etc. Staff are fully aware of, and prepared for changes to SEN practice

Sept 2014 Ongoing

SLT to monitor Staff aware of new legislation

6. EYFS – Phase Leader

Key Objective: To improve the quality of provision within EYFS phase.


Base line assessments are accurate and include information from parent / carers.

Attainment in Number is in line with LA average.

PP pupil progress is in line with that of their peers.


To ensure underachieving pupils make expected progress in phonics / reading

Introduce Nuffield Early Language Intervention program. Complete staff training and set up interventions in Reception. Staff trained and interventions to begin for Nursery

Oct 2014 April 2015

EYFS Phase Leader Phonics Leader to monitor impact

£2200

To ensure accurate assessments of pupils.

Internal moderation meetings. External moderation meetings with cluster schools. Borough moderation meetings. Ensure timely completion of SIMS

May 2015 Accurate assessments across the year group. Shared good practice. Accurate tracking information to inform children’s progress.

To improve attainment of writing for all groups of pupils

Literacy Coordinator to meet with teachers / EYFS Leader and identify underachieving pupils / groups. Investigate and introduce initiatives to address concerns

Jan 2015 Initiatives in place for pupils / groups. Monitoring / data indicate improvement in pupil progress in math

Cover; £300 Resources £400

To ensure there is a 10% increase in the number of pupils achieving expected in the Prime Areas at the end of Reception.

Use PP funding to develop intervention team in Reception. TA’s to target PP pupils and other vulnerable groups in reading, writing and math

Ongoing

PP pupils progress is in line with that of their peers

Staff: £36,000 PP funding

To monitor pupil progress throughout EYFS

Introduce Learning Journey books into Nursery. These are to go into Reception with pupils. IPad for teachers and mini I pads for support staff to assist with evidence collection and recording progress.

Sept 2014 EYFS Phase Leader Staff response

Resources - £200 ICT - £1200

To continue to develop parent / child minders involvement to inform pupils’ profiles.

Arrange sessions when parents observe and comment on their child in the classroom. Ask parents to complete a child information booklet which will be added to learning journey

Sept 2014 Child profile completed. Information used to accurately assess pupils.

7. Raising Standards; assessment and recording - SLT

Key Objective: to ensure effective, accurate, manageable assessment procedures are in place Outcomes: What success will look like for pupils

Accurate assessment levels for all pupils in Literacy and Numeracy which is used effectively by all Phase Leaders

Pupil tracking is in line with new curriculum


All underachieving / SEN / PP children are making progress towards end of year targets


Accurate assessment levels for all pupils in Literacy and Numeracy which are used effectively by Teachers and Phase Leaders

Revise reading & writing assessment requirements by ensuring descriptors are in line with National changes. Implement Year 2 – 6 reading/spelling assessment & tracking to inform future improvements. Ensure that AfL strategies are planned for, and used, on a daily basis to improve learning.

Dec 2014 Sept 2014 Sept 2014

HT report to Achievement committee SLT to review Termly SLT to review April 2015 AfL strategies are being used to promote learning and can be seen in planning, during lesson observations and in book scrutinies.

Cover x4 days £600

To establish, track and monitor provision and intervention mapping

Timetable established for interventions for Pupil Premium, SEN and underachieving pupils, ensuring all are closely tracked and provided with appropriate intervention strategies

Oct 2014 SMT to monitor SENCo to report to Achievement committee

Intervention Folders £60 Time

To monitor the quality of AfL across school

AfL strategies are being used to promote learning and can be seen in planning, during lesson observations and in book scrutinies.

Termly

Monitoring has taken place and been evaluated. Targets given for completion by staff.

To create an improved tracking system, ensure that staff understand it and update it on a termly basis.

HT / DH to attend assessment training. Investigate possible tracking systems. Introduce tracking system that compliments new curriculum

Dec 2014 April 2015

Tracker is updated; staff trained in its use and update it termly. Tracking system in place and staff training begun HT report to achievement committee

Training £600 Tracking system;£1000


Introduce teacher assessment, in li ne with New Assessment format, for all subjects. Coordinators to report termly on umber / % of pupils below, achieving and exceeding expectations.

Dec 2014 March 2014 July 2014

Achievement committee Subject Leader Reports. Subject action plan up-dates Coordinator meeting with HT

Time £1500

8. Teaching & Learning - SLT

Key Objective:

To improve quality-first teaching across the school

Minimise the attainment gaps and raise standards in every Year group


35% teaching outstanding by June 2015 and 40% by July 2015

100% teaching secure good by July 2015

Teaching and Learning Policy is completed, taken to GB meeting ad known to all staff.


35% teaching outstanding by June 2015 and 40% by July 2016 100% teaching secure good by July 2015

Complete appraisal for all staff and identify any

support they may require. Use Appraisal to develop

expertise. Observations- followed with suggestions

for CPD for individuals.

Use Peer Observations to share and try out ideas from training with colleagues in class. Monitoring of books, interviews with children to ensure children are on track to make good-outstanding progress. Observe sessions linked to Appraisal and meet with

teachers to discuss successes and areas for further

development.

July 2015 July 2016 July 2015

Observations for Appraisal 2x a year.

Mid-year meetings to track progress of staffs’ targets. Head teacher’s termly reports to the governing body. Targets are met. All teachers meet their Appraisal targets.

The Teaching and Learning policy is updated

Up-date policy to include current expectations and practices throughout school.

Jan 2015 SLT, GB

To ensure teaching is at least good across the school

Coordinators to carry out regular monitoring/scrutiny to measure impact of Teaching and learning and its effectiveness.

Termly Scrutiny and regular monitoring is carried out and staff is aware of the impact of its implementation. Amendments made as necessary.

Marking for next steps, e.g. link to target, success criteria. Use the plenary effectively.

Continue to develop next steps marking. Ensure use of Purple Pens for improvements in work. Discuss ways improvement time is used CPD-Twilight Book Scrutiny to monitor consistency with marking and build on professional practice. Literacy Coordinator to work with individual staff members to improve marking.

Nov 2014 March 2015

Teaching Staff to carry out Book Scrutiny 2 x, November and March. Coordinator Book Scrutiny throughout the year.

To understand what ‘good progress’ in books looks like

CPD; book look to assess what progress looks like. Look at marking and pupil response.

Dec 2014 April 2014

Coordinator Book Scrutiny throughout the year.

Release time £400

Further develop staffs’ expertise for teaching EAL pupils.

Year 5 & 6 staff to work with EAL consultant as part

of London Schools Excellence Project, to enhance

their understanding of teaching EAL pupils,

especially high attaining pupils during Autumn 2. .

As above with Year 3 & 4 staff during Spring 2.

Dec 2014 April 2015

Children with SEN or EAL to narrow the gap. Inclusion Team to monitor the learning and attainment of children with SEN/EAL. Report to Achievement Committee.

To improve the transition process for pupils as they move through the school

Improve transfer of pupil information through dedicated time and sharing of APP materials Provide opportunities for pupils transferring into a new key stage to experience the new environment Explore opportunities for staff to experience teaching and learning in the up-coming year groups

Summer term 2015

Pupils and parents will feel more comfortable about moving through the school. Staff feel confident about ensuring good provision for new class.

Teachers to conference with their children and set targets for each child on next steps

Pupil Conferencing- time to be allocated 3x a year

for individual target setting with children focused

on spelling and writing. Cost- to be covered

internally.

Support staff and parents to be informed of targets for the pupils

Nov 2014 April 2015

All teaching staff to meet their Writing objective. Assessments to be monitored termly and discussed at Appraisal

9. Leadership & Management – HT / Governors

Key Objective: To further develop leadership capacity through accountability structures across the school


Subject leaders are effective at strategically managing school priorities and make good use of monitoring, evaluation and review

Subject shadow are effective at building capacity in the school

Developed teacher profiling enables a holistic, over-time view of learning and teaching.


To ensure new staff are inducted

Up-date induction policy. Share with staff. Sept 2014 Induction policy agreed by Governors. New staff aware of school policies / procedures

Core Subject leaders are effective at strategically managing school priorities and make good use of monitoring, evaluation and review. Subject shadows are effective at building capacity in the school.

Subject Leaders to take responsibility for area for SDP. Moderation / Assessment calendar up-dated. Staff training on tracking progress. Termly reports completed and shared with SLT including pupil attainment. To introduce a system of ‘subject shadows’ for building capacity and promoting professional development

Ongoing - Termly Nov 2014 Ongoing - termly Dec 2014

Coordinators report to HT termly Termly reports to SLT; books, lessons, data

Cover; £1000 Time; ½ day termly £400

Develop Phase Leader roles in KS2

Mentoring, training of key staff to monitor pupil progress including during lessons, in books and tracking data.

April 2015 HT to monitor progress of individuals, appraisal targets, CPD.

Training; £600 Cover; £700

Teacher’s appraisal includes objectives to raise standards in writing/pupil progress and subject accountability.

Set SMART objectives to ensure that the quality of teaching rises over a period of time as a result of rigorous monitoring, coaching and holding to account via the monitoring cycle.

Set objectives in September

Reviewers to monitor regularly liked to appraisal

Teaching Profile linked to Teacher Standards.

Pupil Progress Meeting Teacher profile developed and up-dated termly

Autumn 1. Set Objectives. Spring 1. Review Summer. End of cycle. Termly

HT HT; staff development targeted to needs of individuals

Release Time; £1000

10. Behaviour – SLT (Enrichment Lead)

Key Objective: To further develop a positive climate for learning across the school as exemplified in high attendance and excellent behaviour across the school


96% attendance for all pupils

Increase in attendance for PP pupils from 92% to 94.5%

An action plan is devised and evidence is gathered to judge whether the criteria for Level 2 of the RRSA have been met

As school policies are updated they refer to the principles and aims of RRSA

To achieve Level 2 of the RRSA within the next 12 months.

School policies and practices continue to drive a RRSA ethos

The children’s knowledge of global issues, e.g Fair Trade, Seeds for Africa etc. is developed


To raise expectations for attendance across the school community To identify children at risk of underachievement who are part of these key groups and highlight these children to class teachers

To recruit a person responsible for attendance and ensure training provided. Review procedures for monitoring and following up persistent pupil absence for individuals and different pupil groups and for involvement of external agencies. Attendance lead to identify key families for whom Persistent Absence is an issue and further develop the use of individual support plans To publicise attendance more widely across the school community eg. Through the school newsletter, assemblies and rewards, high profile visitors. All staff will have PP children identified as part of Appraisals. Class teachers will track attendance of this group and it will be their responsibility to challenge parents as the first point of contact. School systems will respond at a faster rate as children will be referred to the Learning Mentor at least fortnightly if attendance does not improve.

Dec 2014 ½ termly Fortnightly fortnightly

HT Attendance report to SLT; PA will improve by a further 4% reduction from 2013‐14 Report to CFC committee – Safeguarding. Children will articulate through surveys and School Council that they understand the impact of good attendance. 100% Attendance will improve from 47 pupils to 60 pupils Class teacher’s referrals to LM. SLT review impact termly.

To continue to embed the RRSA permeates all areas of school life. Pupils and Ongoing SLT / Phase Leaders

principles and values of the RRSA throughout all aspects of school life

staff use language of RRSA including during lessons. Weekly Key Stage assemblies focus on RRSA articles. Ensure that new members of staff are aware of RRSA through staffing modelling and training opportunities. Collect examples of pupils work. Coordinator is provided with examples of RRS/PSHCE focussed work each term. Enrichment Leader completes action plan. Award achieved within 12 months.

Ongoing July 2015

HT; through CPD. Phase Leaders to monitor through lesson obs, pupil voice. Evidence is in Coordinators file. RRSA Level 2 award achieved.

Training £300

Develop Pupil Passports to

celebrate achievement.

In consultation with the LC design pupil passports

which will show what they have achieved during

time at Camrose e.g. organising a charity event,

becoming a School Councillor. Passports to be given

to KS1 pupils and moved through the school

Sep 2014 Pupil Passports published.

LC reports that the passports are motivating for pupils.

Publication - £700

To introduce and develop a

whole school behaviour

system.

Good To Be Green; purchase resources.

Staff training; ensure procedures clear.

Introduce to pupils.

Up-date Behaviour policy so includes new behaviour

initiative.

Monitor to ensure all staff following procedures.

Review

Sept 2014 Nov 2014 Jan 2015 March 2015

SLT to monitor half termly

Report to CFC committee

Awards monitored

Pupil Voice

£400 resources

11. Premises / Environment – HT / SLT

Key Objective: Outcomes: What success will look like for pupils To ensure that the school is prepared for the transition into two form entry To ensure premises are fit for purpose To develop safeguarding procedures in relation to security.


Maintaining the current premises so they are fit for purpose

Work alongside builders to ensure safeguarding risk assessments evacuation plan completed and shared with all staff and pupils for during expansion process. Purchase classroom furniture for new Year 2 class

Sept 2014 Sept 2014

HT, Premises committee HT, Finance committee

£3000

Making the best use of the premises

Split current SEN room into 2 offices for DH and LM Purchase and install IWB in EAL room

Sept 2015 Oct 2014

HT, premises committee IWB installed and in use.

£4000 £5000

Planning necessary changes/improvements to the premises

LA expansion programme to begin (see plans) New pupil / parent entrance (part of expansion) Electronic gates to staff car park CCTV system in place covering entrance to playground, the playground, EYFS outdoor area, Nursery entrance and main office entrance.

Sept 2015 Sept 2015 Sept 2016

LA, HT, Premises committee HT, Premises committee HT, Premises committee

£20000 £25000

12. Families & Community – EAL Leader / Enrichment Coordinator

Key Objective: to strengthen relationships with all groups of parents / carers to ensure good pupil progress Outcomes: What success will look like for pupils

Parent’s survey indicates all groups of parents feel that they are well informed.

Parents are fully aware and involved in support and intervention for their children.


Review annual school reports to parents.

Review annual report to parents to make them easier for teachers to complete and more informative for parents. I. Research models II. Meet with teachers & parents for views III. Approve by Gov. body IV. Begin to use in June 2015

June 2015 Nov 13 Jan 14 Apr 14 June 14

Gov. body to approve at April meeting. none

To ensure school and parents work together to maximise the impact of the interventions

Letters to be sent to all parents re support / intervention each child is receiving in reading, writing, math, Phonics and EAL support. Contact parents of children who forget reading book / homework / PE kit Analyse clubs data – target particular parents/children to take part in learning clubs End of year survey to PP parents to inform provision for next year

Termly Ongoing End of each term July 2015

Copy of letters in children’s files Data collected by office SMT agenda CFC Committee Questionnaire HT Report to GB

Parents feel informed and part of the school community

EAL Lead to up-date Website with parent information about the school. Documents to be sent out in English, Romanian and Arabic. Put onto web site. Regular, half termly, coffee mornings. Introduction of parent ‘team’ to support and pass on information to other parents. Enrichment Leader to invite parents to half termly workshops alongside their child.

April 2015 Half Termly Termly

Parent questionnaires indicate they are well informed. Report to CFC committee EAL Lead to report to HT / CFC Workshop held each half term

Cover; £200

13. Governors

Key Objective: To have an increased knowledge and understanding of Camrose that enables Governors to carry out their roles of strategic leadership, monitoring and evaluation

and holding the school to account for its performance Outcomes: What success will look like for pupils

Systems embedded to ensure governors are effective and have a good impact on improving outcomes for pupils

Deeper understanding of Teaching and Learning at the school

Increased attendance of Governors day from 30% to 60%


All governors understand the way in which the school is improving outcomes for pupils

Spend at least one morning/afternoon per term in the school e.g. observing drop ins, class assemblies, shadowing Subject Leaders, attending Inset days etc… Background reading – School Curriculum, and teaching and learning Policies, government policies and relevant policies for link governor role. Attendance at whole KS/school events Set date for Governors day during FGB Autumn term; remind Governors throughout year about commitment.

Termly March 2015

All governors are able to explain the aims and direction of the school. Governors understand how T&L impact on Standards and progress Governors are able to support staff Governors understand effectiveness of policies and know where to find them 60% attendance at Governors day.

Governors increase their knowledge of the school curriculum

Regular updates from core subject leaders at governors meetings. To give overview of how their subject is taught. Link governor to share their knowledge and understanding of their link area at full GB meetings.

Termly

GB ‘feels’ part of the school not a separate body. Staff expectation of governors is raised and there is greater understanding of their role in leading the school

To continue to develop targeted roles within the Governing Body

Chair to carry out audit of skills and use this to identify strengths with body. Ensure all governors are aware of training available.

July 2015 All Governors attend at least 1 training session